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The Common Core: College and Career Readiness for Every Student

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Title: The Common Core: College and Career Readiness for Every Student


1
(No Transcript)
2
Common Core Learning Standards Millionaire
A Dutchess BOCES Production
3
Cheese Croissant with Light Sugar
Common Core Learning Standards
A
B
Common Core Literacy Standards
Curriculum Can Limit Students
C
D
4
Presentation of Knowledge and Ideas
Knowledge of language
A
B
Research to Present and Build Knowledge
Developing and Strengthening Writing
C
D
5
Known Grade Average
National Governors Agenda
A
B
National Governors Association
No Girls Allowed
C
D
6
Michigan
Nebraska
A
B
West Virginia
Mexico
C
D
7
Opinion, Non-Fiction and Narrative
Information, Narrative and Argument
A
B
Argument, Information and Memoir
Biography, recipes and How-To Manuals
C
D
8
Career and College Readiness
Credence Clearwater Revival
A
B
College and Career Readiness
College and Career Rankings
C
D
9
48
44
A
B
Not enough
32
C
D
10
CCSO
CCSSO
A
B
CSS
LMAO
C
D
11
APPENDIX B
APPENDIX A
A
B
All of them have writing stupid!
APPENDIX C
C
D
12
CCR 6
Standard 3
A
B
The last one in each strand
Standard 10
C
D
13
(No Transcript)
14
(No Transcript)
15
New York State Assessment Transition Plan ELA
Math
DRAFT
Revised October 20, 2011
1 New ELA assessments in grades 9 and 10 will
begin during the 2012-13 school year and will be
aligned to the Common Core, pending funding. 2
The PARCC assessments are scheduled to be
operational in 2014-15 and are subject to
adoption by the New York State Board of Regents.
The PARCC assessments are still in development
and the role of PARCC assessments as Regents
assessments will be determined. All PARCC
assessments will be aligned to the Common Core. 3
The names of New York States Mathematics Regents
exams are expected to change to reflect the new
alignment of these assessments to the Common
Core. For additional information about the
upper-level mathematics course sequence and
related standards, see the Traditional Pathway
section of Common Core Mathematics Appendix A. 4
The timeline for Regents Math roll-out is under
discussion. 5 New York State is a member of the
NCSC national alternate assessments consortium
that is engaged in research and development of
new alternate assessments for alternate
achievement standards. The NCSC assessments are
scheduled to be operational in 2014-15 and are
subject to adoption by the New York State Board
of Regents.
16
Common Core Alignment of the Science Social
Studies Assessments
DRAFT
As of October 20, 2011 (Subject to Revision)
4 In conjunction with New York States Race to
the Top award, there will be new Science
assessments in grades 6 and 7  and new Social
Studies assessments in grades 6-8. These
assessments are expected to include the Common
Core Literacy Standards and will be infused with
Common Core expectations (e.g., reliance on
enduring understandings rather than non-core
factual knowledge) to reflect New York States
adoption of the Common Core. The state-level and
national dialogues about learning standards are
ever-changing, and should the New York State
Board of Regents choose to adopt new learning
standards such as the Next Generation Science
Standards currently under development by a
multi-state consortium of which New York is a
lead state, these new assessments will be aligned
to new learning standards.  The graphic
represents that there will also be a new Gr 8
assessment 6Pending acceptance and approval of
Next Generation Science Standards by Board of
Regents. New York State is participating in
development of the NGSS.
17
Unpacking Standards
18
UNPACKING LEARNING STANDARDS
  • STANDARD RCCR1
  • Read closely to determine what the text says
    explicitly
  • and to make logical inferences from it cite
    specific
  • textual evidence when writing or speaking to
    support
  • conclusions drawn from text.
  • CONCEPTS (nouns) what the students should know.
  • SKILLS (verbs) what the students should be able
    to do.

19
UNPACKING LEARNING STANDARDS
  • STANDARD RCCR1
  • Read closely to determine what the text says
    explicitly
  • and to make logical inferences from it cite
    specific
  • textual evidence when writing or speaking to
    support
  • conclusions drawn from text.

20
UNPACKING LEARNING STANDARDS
  • STANDARD RCCR1
  • Read closely to determine what the text says
    explicitly
  • and to make logical inferences from it cite
    specific
  • textual evidence when writing or speaking to
    support
  • conclusions drawn from text.
  • CONCEPTS (nouns) what the students should know.

21
UNPACKING LEARNING STANDARDS
  • STANDARD RCCR1
  • Read closely to determine what the text says
    explicitly and to make logical inferences from
    it cite specific textual evidence when writing
    or speaking to support conclusions drawn from
    text.
  • CONCEPTS (nouns) what the students should know.
  • Inferences, conclusion, textual evidence

22
UNPACKING LEARNING STANDARDS
  • STANDARD
  • Read closely to determine what the text says
    explicitly
  • and to make logical inferences from it cite
    specific
  • textual evidence when writing or speaking to
    support
  • conclusions drawn from text.
  • CONCEPTS (nouns) what the students should know.
  • Inferences, conclusion, textual evidence
  • SKILLS (verbs) what the students should be able
    to do.

23
UNPACKING LEARNING STANDARDS
  • STANDARD RCCR1
  • Read closely to determine what the text says
    explicitly and to make logical inferences from
    it cite specific textual evidence when writing
    or speaking to support conclusions drawn from
    text.
  • CONCEPTS (nouns) what the students should know.
  • Inferences, conclusion, textual evidence
  • SKILLS (verbs) what the students should be able
    to do.

24
UNPACKING LEARNING STANDARDS
  • STANDARD RCCR1
  • Read closely to determine what the text says
    explicitly and to make logical inferences from
    it cite specific textual evidence when writing
    or speaking to support conclusions drawn from
    text.
  • CONCEPTS (nouns) what the students should know.
  • Inferences, conclusion, textual evidence
  • SKILLS (verbs) what the students should be able
    to do.
  • Read closely, make logical inferences, cite
  • specific textual evidence, support conclusions

25
UNPACKING LEARNING STANDARDS
  • Provides the information ready for the next step.
  • Can be
  • determining adjectives
  • Determining big ideas, then,
  • Determining essential questions.

NOUNS VERBS ADJECTIVES
specific
26
(No Transcript)
27
Weve gone interactive!
28
(No Transcript)
29
INFORMATIONAL TEXT AND TASKS APPENDIX B- COMMON
CORE LEARNING STANDARDS
  • If you were going to teach this text tomorrow,
    how would you teach it?
  • How long would it take to teach this text
    effectively?
  • What are the stages students would need to go
    through to engage with this text deeply?
  • What questions should be asked and in which
    order?
  • What is a task we could ask students to answer at
    the end to determine whether they have conducted
    a close reading of this text?

30
Weve gone interactive!
31
  • SPEED STANDARDS

32
WRITING STANDARDS MADE SIMPLE











33
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing










34
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing
2. Informative/Expository Writing









35
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing








36
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing
Produce clear writing that answers the task







37
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing
Produce clear writing that answers the task
5. Do the writing process






38
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing
Produce clear writing that answers the task
5. Do the writing process
6. Use technology





39
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing
Produce clear writing that answers the task
5. Do the writing process
6. Use technology
7. Conduct short research projects with focused questions




40
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing
Produce clear writing that answers the task
5. Do the writing process
6. Use technology
7. Conduct short research projects with focused questions
8. Gather information from lots of sources



41
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing
Produce clear writing that answers the task
5. Do the writing process
6. Use technology
7. Conduct short research projects with focused questions
8. Gather information from lots of sources
9. Draw evidence from the sources


42
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing
Produce clear writing that answers the task
5. Do the writing process
6. Use technology
7. Conduct short research projects with focused questions
8. Gather information from lots of sources
9. Draw evidence from the sources
10. Write lots/ write often/ write varied

43
WRITING STANDARDS MADE SIMPLE
1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing
Produce clear writing that answers the task
5. Do the writing process
6. Use technology
7. Conduct short research projects with focused questions
8. Gather information from lots of sources
9. Draw evidence from the sources
10. Write lots/ write often/ write varied
11. Make connections when you write
44
Weve gone interactive!
45
(No Transcript)
46
(No Transcript)
47
Identifying and Teaching Data Points
48
Discussion and Description
before Analysis
before Planning.
49
Discussion and Description
50
UNPACKING LEARNING STANDARDS
  • STANDARD W4.2
  • Write informative/explanatory texts to examine a
    topic and convey ideas and information clearly.
  • Introduce a topic clearly and group related
    information in paragraphs and sections include
    formatting (e.g., headings), illustrations, and
    multimedia when useful to aiding comprehension.
  • Develop the topic with facts, definitions,
    concrete details, quotations, or other
    information and examples related to the topic.
  • Link ideas within categories of information using
    words and phrases (e.g., another, for example,
    also, because).
  • Use precise language and domain-specific
    vocabulary to inform about or explain the topic.
  • Provide a concluding statement or section related
    to the information or explanation presented.

51
UNPACKING LEARNING STANDARDS
  • STANDARD W4.2
  • Write informative/explanatory texts to examine a
    topic and convey ideas and information clearly.
  • Introduce a topic clearly and group related
    information in paragraphs and sections include
    formatting (e.g., headings), illustrations, and
    multimedia when useful to aiding comprehension.
  • Develop the topic with facts, definitions,
    concrete details, quotations, or other
    information and examples related to the topic.
  • Link ideas within categories of information using
    words and phrases (e.g., another, for example,
    also, because).
  • Use precise language and domain-specific
    vocabulary to inform about or explain the topic.
  • Provide a concluding statement or section related
    to the information or explanation presented.

52
UNPACKING LEARNING STANDARDS
  • STANDARD W4.2
  • Write informative/explanatory texts to examine a
    topic and convey ideas and information clearly.
  • Introduce a topic clearly and group related
    information in paragraphs and sections include
    formatting (e.g., headings), illustrations, and
    multimedia when useful to aiding comprehension.
  • Develop the topic with facts, definitions,
    concrete details, quotations, or other
    information and examples related to the topic.
  • Link ideas within categories of information using
    words and phrases (e.g., another, for example,
    also, because).
  • Use precise language and domain-specific
    vocabulary to inform about or explain the topic.
  • Provide a concluding statement or section related
    to the information or explanation presented.

53
UNPACKING LEARNING STANDARDS
  • STANDARD W4.2
  • Write informative/explanatory texts to examine a
    topic and convey ideas and information clearly.
  • Introduce a topic clearly and
  • group related information in paragraphs and
    sections include formatting (e.g., headings),
    illustrations, and multimedia when useful to
    aiding comprehension.
  • Develop the topic with facts, definitions,
    concrete details, quotations, or other
    information and examples related to the topic.
  • Link ideas within categories of information using
    words and phrases (e.g., another, for example,
    also, because).
  • Use precise language and domain-specific
    vocabulary to inform about or explain the topic.
  • Provide a concluding statement or section related
    to the information or explanation presented.

54
UNPACKING LEARNING STANDARDS
  • STANDARD W4.2
  • Write informative/explanatory texts to examine a
    topic and convey ideas and information clearly.
  • Introduce a topic clearly and
  • group related information in paragraphs and
    sections include formatting (e.g., headings),
    illustrations, and multimedia when useful to
    aiding comprehension.
  • Develop the topic with facts, definitions,
    concrete details, quotations, or other
    information and examples related to the topic.
  • Link ideas within categories of information using
    words and phrases (e.g., another, for example,
    also, because).
  • Use precise language and domain-specific
    vocabulary to inform about or explain the topic.
  • Provide a concluding statement or section related
    to the information or explanation presented.

55
UNPACKING LEARNING STANDARDS
  • STANDARD W4.2
  • Write informative/explanatory texts to examine a
    topic and convey ideas and information clearly.
  • Introduce a topic clearly and
  • group related information in paragraphs and
    sections include formatting (e.g., headings),
    illustrations, and multimedia when useful to
    aiding comprehension.
  • Develop the topic with facts, definitions,
    concrete details, quotations, or other
    information and examples related to the topic.
  • Link ideas within categories of information using
    words and phrases (e.g., another, for example,
    also, because).
  • Use precise language and domain-specific
    vocabulary to inform about or explain the topic.
  • Provide a concluding statement or section related
    to the information or explanation presented.

56
UNPACKING LEARNING STANDARDS
  • STANDARD W4.2
  • Write informative/explanatory texts to examine a
    topic and convey ideas and information clearly.
  • Introduce a topic clearly and
  • group related information in paragraphs and
    sections include formatting (e.g., headings),
    illustrations, and multimedia when useful to
    aiding comprehension.
  • Develop the topic with facts, definitions,
    concrete details, quotations, or other
    information and examples related to the topic.
  • Link ideas within categories of information using
    words and phrases (e.g., another, for example,
    also, because).
  • Use precise language and domain-specific
    vocabulary to inform about or explain the topic.
  • Provide a concluding statement or section related
    to the information or explanation presented.

57
UNPACKING LEARNING STANDARDS
  • STANDARD W4.2
  • Write informative/explanatory texts to examine a
    topic and convey ideas and information clearly.
  • Introduce a topic clearly and
  • group related information in paragraphs and
    sections include formatting (e.g., headings),
    illustrations, and multimedia when useful to
    aiding comprehension.
  • Develop the topic with facts, definitions,
    concrete details, quotations, or other
    information and examples related to the topic.
  • Link ideas within categories of information using
    words and phrases (e.g., another, for example,
    also, because).
  • Use precise language and domain-specific
    vocabulary to inform about or explain the topic.
  • Provide a concluding statement or section related
    to the information or explanation presented.

58
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation

3- Mostly 2- Partially 1- not evident
59
Analysis
60
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation

4- Completely 3- Mostly 2- Partially 1- not
evident
61
TASK DESCRIPTION Students write an essay using
key details from the text to explain why John
Muir devoted his life to conservation efforts and
describe the effect that his work had on
preserving the beauty of nature.
62
John Muir Can you believe what one man
could do? I read the articel John Muir
the Conservationist on the Quarter by Liana
Mahoney. In the article I learned about a man
named John Muir. John Muir was born on April 21,
1838. He was a man who loved nature the way it
was. He walked more than a thousand miles across
the country, through fields and woods admiring
nature. John Muir devoted his life to
conservation and also to preserving of beauty of
nature. John Muir wrote about the problems
too. He wrote that people were cutting down the
trees for more farmland. He also wrote places he
visited describing their beauty. Soon people
started to listen. For example Theodore Roosevelt
the president of the united States of America,
was convinced that was a need to protect our
land. John Muir hard work paid off. After
the visit from the president. president Roosevelt
set aside 148 million acres of land for national
forest and established five national parks. A law
was also passed that says that people cannot
build homes or businesses. Thanks to him we can
enjoy the parks and all its natural beauty.
John Muir worked long and hard every day to keep
things in nature just the way they are. Today
people continued his work.
63
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation

4- Completely 3- Mostly 2- Partially 1- not
evident
64
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation

4- Completely 3- Mostly 2- Partially 1- not
evident
65
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation

4- Completely 3- Mostly 2- Partially 1- not
evident
66
John Muir Can you believe what one man
could do? I read the articel John Muir
the Conservationist on the Quarter by Liana
Mahoney. In the article I learned about a man
named John Muir. John Muir was born on April 21,
1838. He was a man who loved nature the way it
was. He walked more than a thousand miles across
the country, through fields and woods admiring
nature. John Muir devoted his life to
conservation and also to preserving of beauty of
nature. John Muir wrote about the problems
too. He wrote that people were cutting down the
trees for more farmland. He also wrote places he
visited describing their beauty. Soon people
started to listen. For example Theodore Roosevelt
the president of the united States of America,
was convinced that was a need to protect our
land. John Muir hard work paid off. After
the visit from the president. president Roosevelt
set aside 148 million acres of land for national
forest and established five national parks. A law
was also passed that says that people cannot
build homes or businesses. Thanks to him we can
enjoy the parks and all its natural beauty.
John Muir worked long and hard every day to keep
things in nature just the way they are. Today
people continued his work.
67
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3
4- Completely 3- Mostly 2- Partially 1- not
evident
68
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3
4- Completely 3- Mostly 2- Partially 1- not
evident
69
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3
4- Completely 3- Mostly 2- Partially 1- not
evident
70
John Muir Can you believe what one man
could do? I read the articel John Muir
the Conservationist on the Quarter by Liana
Mahoney. In the article I learned about a man
named John Muir. John Muir was born on April 21,
1838. He was a man who loved nature the way it
was. He walked more than a thousand miles across
the country, through fields and woods admiring
nature. John Muir devoted his life to
conservation and also to preserving of beauty of
nature. John Muir wrote about the problems
too. He wrote that people were cutting down the
trees for more farmland. He also wrote places he
visited describing their beauty. Soon people
started to listen. For example Theodore Roosevelt
the president of the united States of America,
was convinced that was a need to protect our
land. John Muir hard work paid off. After
the visit from the president. president Roosevelt
set aside 148 million acres of land for national
forest and established five national parks. A law
was also passed that says that people cannot
build homes or businesses. Thanks to him we can
enjoy the parks and all its natural beauty.
John Muir worked long and hard every day to keep
things in nature just the way they are. Today
people continued his work.
71
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2
4- Completely 3- Mostly 2- Partially 1- not
evident
72
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2
4- Completely 3- Mostly 2- Partially 1- not
evident
73
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2
4- Completely 3- Mostly 2- Partially 1- not
evident
74
John Muir Can you believe what one man
could do? I read the articel John Muir
the Conservationist on the Quarter by Liana
Mahoney. In the article I learned about a man
named John Muir. John Muir was born on April 21,
1838. He was a man who loved nature the way it
was. He walked more than a thousand miles across
the country, through fields and woods admiring
nature. John Muir devoted his life to
conservation and also to preserving of beauty of
nature. John Muir wrote about the problems
too. He wrote that people were cutting down the
trees for more farmland. He also wrote places he
visited describing their beauty. Soon people
started to listen. For example Theodore Roosevelt
the president of the united States of America,
was convinced that was a need to protect our
land. John Muir hard work paid off. After
the visit from the president. president Roosevelt
set aside 148 million acres of land for national
forest and established five national parks. A law
was also passed that says that people cannot
build homes or businesses. Thanks to him we can
enjoy the parks and all its natural beauty.
John Muir worked long and hard every day to keep
things in nature just the way they are. Today
people continued his work.
75
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 3
4- Completely 3- Mostly 2- Partially 1- not
evident
76
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 3
4- Completely 3- Mostly 2- Partially 1- not
evident
77
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 3
4- Completely 3- Mostly 2- Partially 1- not
evident
78
John Muir Can you believe what one man
could do? I read the articel John Muir
the Conservationist on the Quarter by Liana
Mahoney. In the article I learned about a man
named John Muir. John Muir was born on April 21,
1838. He was a man who loved nature the way it
was. He walked more than a thousand miles across
the country, through fields and woods admiring
nature. John Muir devoted his life to
conservation and also to preserving of beauty of
nature. John Muir wrote about the problems
too. He wrote that people were cutting down the
trees for more farmland. He also wrote places he
visited describing their beauty. Soon people
started to listen. For example Theodore Roosevelt
the president of the united States of America,
was convinced that was a need to protect our
land. John Muir hard work paid off. After
the visit from the president. president Roosevelt
set aside 148 million acres of land for national
forest and established five national parks. A law
was also passed that says that people cannot
build homes or businesses. Thanks to him we can
enjoy the parks and all its natural beauty.
John Muir worked long and hard every day to keep
things in nature just the way they are. Today
people continued his work.
79
John Muir Can you believe what one man
could do? I read the articel John Muir
the Conservationist on the Quarter by Liana
Mahoney. In the article I learned about a man
named John Muir. John Muir was born on April 21,
1838. He was a man who loved nature the way it
was. He walked more than a thousand miles across
the country, through fields and woods admiring
nature. John Muir devoted his life to
conservation and also to preserving of beauty of
nature. John Muir wrote about the problems
too. He wrote that people were cutting down the
trees for more farmland. He also wrote places he
visited describing their beauty. Soon people
started to listen. For example Theodore Roosevelt
the president of the united States of America,
was convinced that was a need to protect our
land. John Muir hard work paid off. After
the visit from the president. president Roosevelt
set aside 148 million acres of land for national
forest and established five national parks. A law
was also passed that says that people cannot
build homes or businesses. Thanks to him we can
enjoy the parks and all its natural beauty.
John Muir worked long and hard every day to keep
things in nature just the way they are. Today
people continued his work.
80
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 3 3
4- Completely 3- Mostly 2- Partially 1- not
evident
81
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 3 3
4- Completely 3- Mostly 2- Partially 1- not
evident
82
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 3 3
4- Completely 3- Mostly 2- Partially 1- not
evident
83
John Muir Can you believe what one man
could do? I read the articel John Muir
the Conservationist on the Quarter by Liana
Mahoney. In the article I learned about a man
named John Muir. John Muir was born on April 21,
1838. He was a man who loved nature the way it
was. He walked more than a thousand miles across
the country, through fields and woods admiring
nature. John Muir devoted his life to
conservation and also to preserving of beauty of
nature. John Muir wrote about the problems
too. He wrote that people were cutting down the
trees for more farmland. He also wrote places he
visited describing their beauty. Soon people
started to listen. For example Theodore Roosevelt
the president of the united States of America,
was convinced that was a need to protect our
land. John Muir hard work paid off. After
the visit from the president. president Roosevelt
set aside 148 million acres of land for national
forest and established five national parks. A law
was also passed that says that people cannot
build homes or businesses. Thanks to him we can
enjoy the parks and all its natural beauty.
John Muir worked long and hard every day to keep
things in nature just the way they are. Today
people continued his work.
84
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 3 3 3
4- Completely 3- Mostly 2- Partially 1- not
evident
85
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 3 3 3
4- Completely 3- Mostly 2- Partially 1- not
evident
86
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 3 3 3
4- Completely 3- Mostly 2- Partially 1- not
evident
87
John Muir Can you believe what one man
could do? I read the articel John Muir
the Conservationist on the Quarter by Liana
Mahoney. In the article I learned about a man
named John Muir. John Muir was born on April 21,
1838. He was a man who loved nature the way it
was. He walked more than a thousand miles across
the country, through fields and woods admiring
nature. John Muir devoted his life to
conservation and also to preserving of beauty of
nature. John Muir wrote about the problems
too. He wrote that people were cutting down the
trees for more farmland. He also wrote places he
visited describing their beauty. Soon people
started to listen. For example Theodore Roosevelt
the president of the united States of America,
was convinced that was a need to protect our
land. John Muir hard work paid off. After
the visit from the president. president Roosevelt
set aside 148 million acres of land for national
forest and established five national parks. A law
was also passed that says that people cannot
build homes or businesses. Thanks to him we can
enjoy the parks and all its natural beauty.
John Muir worked long and hard every day to keep
things in nature just the way they are. Today
people continued his work.
88
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 3 3 3 2
4- Completely 3- Mostly 2- Partially 1- not
evident
89
  • DISCUSSION AND DESCRIPTION
  • 1. Write the standard.
  • 2. Unpack the standard into data points.
  • 3. What does each mean?
  • Identify what evidence they would find at each
    data point.
  • BEFORE ANALYSIS
  • 5. Read, and analyze, what you find within the
    data points.
  • 6. Reach consensus at your table for each data
    point rating.
  • 7. Read out the data points to facilitator who
    will enter the data and create a date point sheet
    on the projector with graphs.

90
Graphing the results for analysis
91
  • DISCUSSION AND DESCRIPTION
  • 1. Write the standard.
  • 2. Unpack the standard into data points.
  • 3. What does each mean?
  • Identify what evidence they would find at each
    data point.
  • BEFORE ANALYSIS
  • 5. Read, and analyze, what you find within the
    data points.
  • 6. Reach consensus at your table for each data
    point rating.
  • Read out the data points to facilitator who will
    enter the data and create a date point sheet on
    the projector with graphs.
  • BEFORE PLANNING

8. Identifying the lessons that students need to
be taught to show mastery with the standard. 9.
Discuss the importance of this with the plan of
developing CCLS tasks and how this data will be
useful to measure growth.
92
W4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
Introduce a topic clearly Group related information in paragraphs and sections include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain-specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation
3 2 1 3 1 2
3- Mostly 2- Partially 1- not evident
93
Weve gone interactive!
94
(No Transcript)
95
Characteristics of Effective Feedback
96
(No Transcript)
97
Milestone Tool
98
(No Transcript)
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